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- 1. Bloom’s Taxonomy of Measurable Verbs Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable knowledge, skills, attitudes, behaviors and abilities. The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity.) By creating learning objectives using measurable verbs, you indicate explicitly what the student must do in order to demonstrate learning. Verbs that demonstrate Critical Thinking EVALUATION Appraise SYNTHESIS Argue Arrange Assess ANALYSIS Assemble Choose Analyze Collect Compare APPLICATION Appraise Combine Conclude Apply Categorize Comply Estimate COMPREHENSION Complete Compare Compose Evaluate Compare Construct Contrast Construct Interpret KNOWLEDGE Describe Demonstrate Debate Create Judge List Discuss Dramatize Diagram Design Justify Name Explain Employ Differentiate Devise Measure Recall Express Illustrate Distinguish Formulate Rate Record Identify Interpret Examine Manage Revise Relate Recognize Operate Experiment Organize Score Repeat Restate Practice Inspect Plan Select State Tell Schedule Inventory Prepare Support Tell Translate Sketch Question Propose Value Underline Use Test Setup
- 2. Bloom’s Taxonomy Action Verbs Definitions Knowledge Comprehension Application Analysis Synthesis Evaluation Bloom’s Definition Remember previously learned information. Demonstrate an understanding of the facts. Apply knowledge to actual situations. Break down objects or ideas into simpler parts and find evidence to support generalizations. Compile component ideas into a new whole or propose alternative solutions. Make and defend judgments based on internal evidence or external criteria. Verbs • Arrange • Define • Describe • Duplicate • Identify • Label • List • Match • Memorize • Name • Order • Outline • Recognize • Relate • Recall • Repeat • Reproduce • Select • State • Classify • Convert • Defend • Describe • Discuss • Distinguish • Estimate • Explain • Express • Extend • Generalized • Give example(s) • Identify • Indicate • Infer • Locate • Paraphrase • Predict • Recognize • Rewrite • Review • Select • Summarize • Translate • Apply • Change • Choose • Compute • Demonstrate • Discover • Dramatize • Employ • Illustrate • Interpret • Manipulate • Modify • Operate • Practice • Predict • Prepare • Produce • Relate • Schedule • Show • Sketch • Solve • Use • Write • Analyze • Appraise • Breakdown • Calculate • Categorize • Compare • Contrast • Criticize • Diagram • Differentiate • Discriminate • Distinguish • Examine • Experiment • Identify • Illustrate • Infer • Model • Outline • Point out • Question • Relate • Select • Separate • Subdivide • Test • Arrange • Assemble • Categorize • Collect • Combine • Comply • Compose • Construct • Create • Design • Develop • Devise • Explain • Formulate • Generate • Plan • Prepare • Rearrange • Reconstruct • Relate • Reorganize • Revise • Rewrite • Set up • Summarize • Synthesize • Tell • Write • Appraise • Argue • Assess • Attach • Choose • Compare • Conclude • Contrast • Defend • Describe • Discriminate • Estimate • Evaluate • Explain • Judge • Justify • Interpret • Relate • Predict • Rate • Select • Summarize • Support • Value
- 3. Bloom's Taxonomy Verbs Use verbs aligned to Bloom's Taxonomy to create discussion questions and lesson plans that ensure your students' thinking progresses to higher levels. Knowledge Comprehend Count Read Define Recall Describe Recite Draw Record Enumerate Reproduce Find Select Identify Sequence Label State List Tell Match View Name Write Quote Classify Interpret Cite Locate Conclude Make sense of Convert Paraphrase Describe Predict Discuss Report Estimate Restate Explain Review Generalize Summarize Give examples Trace Illustrate Understand Apply Analyze Act Imitate Administer Implement Articulate Interview Assess Include Change Inform Chart Instruct Choose Paint Collect Participate Compute Predict Construct Prepare Contribute Produce Control Provide Demonstrate Relate Determine Report Develop Select Discover Show Dramatize Solve Draw Transfer Establish Use Extend Utilize Break down Focus Characterize Illustrate Classify Infer Compare Limit Contrast Outline Correlate Point out Debate Prioritize Deduce Recognize Diagram Research Differentiate Relate Discriminate Separate Distinguish Subdivide Examine
- 4. Synthesize Evaluate Adapt Intervene Anticipate Invent Categorize Make up Collaborate Model Combine Modify Communicate Negotiate Compare Organize Compile Perform Compose Plan Construct Pretend Contrast Produce Create Progress Design Propose Develop Rearrange Devise Reconstruct Express Reinforce Facilitate Reorganize Formulate Revise Generate Rewrite Incorporate Structure Individualize Substitute Initiate Validate Integrate Appraise Interpret Argue Judge Assess Justify Choose Predict Compare & Contrast Prioritize Conclude Prove Criticize Rank Critique Rate Decide Reframe Defend Select Evaluate Support
- 5. Knowledge Useful Verbs Sample Question Stems Tell List Describe Relate Locate Write Find State Name What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? Comprehension Useful Verbs Sample Question Stems explain interpret outline discuss distinguish predict restate translate compare describe Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? What do you think...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...? Application Useful Verbs Sample Question Stems Solve Show Use Illustrate Construct Complete Examine Classify Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a ...? Analysis Useful Verbs Sample Question Stems Analyze Distinguish Which events could have happened...? How was this similar to...?
- 6. Examine Compare Contrast Investigate Categorize Identify Explain Separate What was the underlying problem with...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? What are some of the problems of...? Can you distinguish between...? What was the problem with...? Synthesis Useful Verbs Sample Question Stems Create Invent Compose Predict Plan Construct Design Propose Devise Formulate Can you design a ... to ...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...? Evaluation Useful Verbs Sample Question Stems Judge Select Choose Decide Justify Debate Verify Argue Recommend Assess Discuss Rate Prioritize Determine Is there a better solution to... ? Judge the value of... ? Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe….? How effective are...? What do you think about...?
- 7. Bloom’s Verbs And Matching Assessment Types Tape recording Drama Skit Cartoon Story Speech Photography Diagram Graph Own statement Model Conclusion Implication based on idea Causal relationships Summary Analog Outline Compare Source: The Tenth Annual Curriculum Mapping Institute: Snowbird Utah, July15-18, 2004 Adapted from Benjamin Bloom Match Restate Paraphrase Rewrite Give example Example Illustrate Explain Defend Distinguish Summarize Interrelate Interpret Extend Comprehension Events People Recordings Newspapers Magazine articles Television shows Radio Text readings Films/video Plays Filmstrips Describe Memorize Recognize Identify Locate Recite State Label Select List Name Define Knowledge Evaluation Synthesis Analysis Application Conclusion Self-evaluation Recommendation Valuing Court trial Survey Evaluation Standard Compared Standard Established Group discussion Judge Relate Weigh Criticize Support Evaluate Consider Critique Recommend Summarize Appraise Compare Article Invention Report Set of rules Set of standards Game Song Machine Alternative course of action Experiment Play Book Formulation of hypothesis Question Compose Originate Hypothesize Develop Design Combine Role-play Construct Produce Plan Create Invent Organize Report Survey Graph Statement identified Conclusion checked Syllogism broken down Questionnaire Argument Parts of propaganda Word defined Compare Analyze Classify Point out Distinguish Categorize Differentiate Subdivide Infer Survey Select Solution Question List Project Drama Painting Sculpture Map Project Forecast Diagram Illustration Paper that Follows an outline Apply Solve Show Paint Organize Generalize Dramatize Prepare Produce Choose Sketch
- 8. Watch Out for Verbs that are not Measurable In order for an objective to give maximum structure to instruction, it should be free of vague or ambiguous words or phrases. The following lists notoriously ambiguous words or phrases which should be avoided so that the intended outcome is concise and explicit. WORDS TO AVOID • Believe • Hear • Realize • Capacity • Intelligence • Recognize • Comprehend • Know • See • Conceptualize • Listen • Self-Actualize • Memorize • Think • Experience • Perceive • Understand • Feel PHRASES TO AVOID Evidence a (n): To Become: To Reduce: • Appreciation for • Acquainted with • Adjusted to • Awareness of • Capable of • Comprehension of . • Cognizant of • Enjoyment of • Conscious of • Familiar with • Interest in • Interested in . • Knowledge of • Knowledgeable about . • Understanding of